CURRICULUM VITAE John Mungai Njoroge, Ph.D. P. O. Box 1765 - 60100 Embu, Kenya Tel: +254 722 280 292 [email protected] CURRENT POSITION AND RESPONSIBILITIES National Trainer, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA). Main responsibilities: Design, implementation, and Monitoring & Evaluation of Teacher Professional Development programs. Deputy Coordinator Research, Development – Knowledge Management program at CEMASTEA. Co-coordinator, Collaborative Lesson Research (CLR) project. RESEARCH INTERESTS Dr. Njoroge’s research agenda and interests focuses on Teacher Education, Teacher Professional Development, Information Communication and Technology Integration in Teaching and Learning, Mathematics and Science Education, Teacher Mentoring, Educational Guidance and Counseling, and Teaching and leadership for Social Justice. Research methodologies interests include Mixed Methods Inquiry and Collaborative Action Research. EDUCATION 2017 Doctor of Philosophy (Ph.D.), Teaching and Curriculum, Syracuse University, School of Education, Department of Teaching and Leadership. Title of Dissertation: Examining Mathematical Knowledge for Teaching: An exploratory study of prospective teachers’ transition of knowledge to practice in clinical simulations. 2011 Master of Education (M.Ed.), Teacher Education, Aga Khan University. Title of Dissertation: Preparing Science and Mathematics Teacher Educators for ICT Integration: A Comparative Analysis. 2006 Master of Education (M.Ed.), Guidance and Counseling, Kenyatta University. Title of Dissertation: Exploration Study of Guidance and Counselling Influence on Adolescents' Maladaptive Behaviors in Maragua District Secondary Schools. 2000 Bachelor of Education (B.Ed.), Science - Mathematics and Chemistry, Kenyatta University, Second Class Honours Upper Division. 1995 Kenya Certificate of Secondary Education. 1991 Kenya Certificate of Primary Education. 2 OTHER EDUCATIONAL TRAINING 2021 Senior Management Course, Kenya School of Government, Embu Campus (Course in progress from January 11th – February 5th) 2018 Certificate in Trainer of Trainee, Kenya School of Government, Embu Campus. 2017 Certificate in Quality Management Systems, ISO 9001:2015 Lead Auditors Course. National Quality Institute, Kenya Bureau of Standards. 2016 Certificate in University Teaching, Future Professoriate Program. Syracuse University, School of Education. Recognition of excellence in professional preparation for an academic career. 2011 Improvement of Lesson Evaluation in Science for English – Speaking Sub-Sahara African Countries, Japan International Cooperation Agency (JICA), Osaka (September, 2011), Japan. PROFESSIONAL EXPERIENCE Teacher Professional Development 2010 – Present National Trainer, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA). Develop courses and instructional materials for In-service Education and Trainings (INSETs) of science and mathematics teachers, Monitoring and evaluation of INSETs, Research and development program, Teacher Mentoring, Develop international training programs for teachers. University Teaching 2018 – 2020 Mentor, School of Education and Social Sciences, University of Embu. Undergraduate Courses: TCT 201: Instructional Technology; TCT 102: General Instructional Methods; TCT 330: Instructional Methods (Mathematics) Post Graduate Diploma in Education: ECT 530: Instructional Methods (Mathematics) Graduate Courses: ECT 707: Theories of Learning and Instruction; ECT 717: Philosophy of Science; ECT 716: Curriculum Design and Development in Science and Mathematics; TAP 540: Theories and Concepts in Educational Planning. 2014 – 2017 Graduate Teaching Assistant, Department of Teaching and Leadership, School of Education, Syracuse University. Undergraduate Courses: EDU 304: Study of Teaching; EDU 204: Learning in Inclusive Classrooms; EDU 300: Media, Democracy & Social Issues 2013 – 2017 Graduate Teaching Assistant, Department of Mathematics, The College of Arts and Sciences, Syracuse University. Undergraduate Mathematics Courses: MAT 194 – Pre-Calculus 3 Dissertation Supervision: 2019 – Ph.D. Thesis supervision, School of Education and Social Sciences, University of Embu, Kenya. Kaviatu G. G. (Research proposal in-progress): Drug abuse management and academic performance among secondary school students in Embu and Tharaka Nithi Counties in Kenya. 2020 – M.Ed. Thesis supervision, School of Education and Social Sciences, University of Embu, Kenya. Muriuki Erick Miano. (Research proposal in-progress): Integration of Geogebra in the teaching and learning of algebra concepts in public secondary schools of Kirinyaga West Sub-County, Kenya. 2020 – M.Ed. Thesis supervision, School of Education and Social Sciences, University of Embu, Kenya. Nzomo Christine Mueni. (Research proposal in-progress): The impact of availability and utilization of Chemistry laboratory facilities on students’ academic achievement in Chemistry in secondary schools in Kathonzweni Sub-County, Kenya 2020 – M.Ed. Thesis supervision, School of Education and Social Sciences, University of Embu, Kenya. Beatrice W. Njogu. (Research proposal in-progress): Effects of the change of the academic calendar due to Covid-19 on the mindset of secondary school students in Kenya Research projects 2020 - Classroom climate research project (CCRP). A Co-Principal Investigator in a collaborative professional development research project between Curtin University, Australia and CEMASTEA, Kenya (Research in progress – conceptualization stage) 2020 - Teaching and learning during COVID-19 in Kenya: Perspectives of secondary school mathematics and science teachers” A Co-Principal Investigator in the research project by CEMASTEA’s Research and Development Department, Kenya. 2019 – Research project proposals forwarded to two Schools of Education for consideration: Enhancing prospective teachers’ preparedness to implement Competency Based Curriculum: A collaborative lesson research. School of Education and Social Sciences, University of Embu, Kenya. (Submitted, October, 2019) Enhancing prospective teachers’ preparedness to implement Competency Based Curriculum: A collaborative lesson research. School of Education, (CTIE), Tangaza University College. (Submitted, November, 2019) 2014 – 2017 Graduate Research Assistant, Department of Teaching and Leadership, School of Education, Syracuse University. Research Projects: Enhancing high school students’ transition to college; Integration of clinical simulations in teacher preparation. 4 Secondary School Teacher 2001 – 2010 Njiiri School. Classroom teacher, School counseling (Ag. Head of Guidance and Counseling), House Master (in- charge of students' boarding welfare). AWARDS AND HONORS 2018 $450 Conference Grant by CEMASTEA. 1st Annual International Conference on Decolonizing Education (6th – 8th June, 2018), University of Embu, Kenya. 2017 $650 Conference Grant Syracuse University, School of Education International Conference on Education (18th – 20th July, 2017) at Kenyatta University, Kenya. 2016 $1000 Syracuse University, School of Education Creative & Research Grant. Project: Examining Mentor Teachers’ Mathematical Knowledge for Teaching. 2015 Phi Beta Delta International. Alpha Sigma Chapter, Syracuse University. Inducted for excellence in academic performance and commitment to internationalization on campus. PUBLICATIONS Njoroge, J. M. (2015). Quality preparation of mathematics and science teachers to integrate ICT: Lessons from learner – centered teacher professional development approach. In F. Nafukho, H. M. A. Muyia, & B. Irby, (Eds.), Handbook of Research on Innovative Technology Integration in Higher Education (pp. 29 – 53). Hershey, PA: IGI Global. Njoroge, J. M. (2015). Enhancing school counselor' conflict management strategies. In M. Luke & K. M. Goodrich (Eds.), Group experts share their favorite activities for supervision (Vol. 2, pp. 187 – 192). Alexandria, VA: Association for Specialists Group Work. Njoroge, J. M. & Njiru, S. N. (2014). Professional Development of Mathematics and Science Teachers: The Role of Universities in Kenya. In F. Nafukho, H. M. A. Muyia, & B. Irby (Eds.), Governance and transformations of universities in Africa: A Global Perspective (pp. 91 – 103). Charlotte, NC: Information Age Publishing, Inc. Gathumbi, A. W., Njoroge, J. M., & Hintze, D. L. (2013). Towards Comprehensive Professional Development of Teachers: The Case of Kenya. International Journal of Process education, 5(1), 3 – 14. MANUSCRIPTS UNDER REVIEW FOR PUBLICATION Njoroge, J. M. (2020). Transformational leadership in teacher education: A Kenyan educator’s perspective. In A. Lopez & E. Olan (Eds.), Re-Imagining transformative leadership in teacher education. Charlotte, NC: Information Age Publishing, Inc. (Manuscript undergoing second review, publication expected in June, 2020). Njoroge, J. M. (2020). What learner engagement is and isn’t. In CEMASTEA (Eds.), Learner engagement in Competency Based Curriculum: A practical guide. (Manuscript accepted for publication by Jomo Kenyatta Foundation (JKF) Educational Publishers JKF/PUB/P/16/Vol.IV/268. Revisions underway). 5 WORKS IN PROGRESS Njoroge, J. M. (2020). Rendering blended teaching and learning: Case of Trimester experience - Department of Education, UoEm. Njoroge, J. M. & Orado, G. N. (2020). Teachers’ competencies and perception on the use of portfolio. Njoroge, J. M. (2020). Exploring school-based teacher professional development: A case of lesson study implementation in selected